QUESTIONNAIRE RESULTS & DISCUSSION
NEVER TOO LATE FOR EUROPEAN SYNERGY (N2L84ES)
Grundtvig - 2013-1-TR1-GRU06-47637
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information it contains.
Partners
Maltepe Mesleki ve Teknik Anadolu Lisesi – TURKEY
Desmos – GREECE
E-Seniors – FRANCE
Iniciativas de Proyectos de Formacion – SPAIN
Easy School of Languages – MALTA
Data analysis was done with SPSS software by Desmos NGO and the statistics were presented and edited by Mrs. Sofia Argyropoulou (Desmos NGO) and Mr. Mark Konick (E-Seniors Association).
Questionnaire Results
These results concern the Grundtvig Partnership Project, "Never Too Late For European Synergy" (N2L84ES) carried out within the framework of the European Union's Lifelong Learning Program. The N2L84ES project was developed by a consortium of European organizations within the context of local activities in respective partner countries.
The results are based upon data from the Learner Expectations & Evaluation Questionnaire produced by the consortium. Responses to this questionnaire were anonymous and have been used collectively, solely for the purpose of data-evaluation.
The results take into consideration the seven distinct subsections of the questionnaire in order to evaluate the project's progress over the course of its two-year duration.
The questionnaire consisted of a total of 21 questions or statements divided into the following sections:
PART I – General Information PART II – Learner Expectations PART III – English Language PART IV– Computing & ICT PART V – European Projects PART VI – Workshops & Self-Development PART VII – Results
PART I – General Information
Percentage of questionnaires by partner (out of a total of 79 completed questionnaires):
Percentage of responses by gender (out of a total of 79 completed questionnaires):
Age Bracket (more young than old participated in the survey):
Educational Level (of survey participants):
School-Leaving Age (many left school early):
PART II – Learner Expectations
1) Given the opportunity, how strongly would you consider studying in another EU country? (Scale of 1-5: 5 = Absolutely; 4 = Very much; 3 = Moderately; 2 = A little bit; 1 = Not at all)
2) Do you prefer an approach combining both “traditional” (face-to-face) and “modern” (ICT) games and techniques? (Scale of 1-5: 5 = Absolutely; 4 = Very much; 3 = Moderately; 2 = A little bit; 1 = Not at all)
3) Do you feel that activities involving poetry, karaoke or word games will help you to improve your English-language skills? (Scale of 1-5: 5 = Absolutely; 4 = Very much; 3 = Moderately; 2 = A little bit; 1 = Not at all)
PART III – English Language
1) Will the practice of English help you feel more connected or better able to communicate with people from other countries in Europe? (Scale of 1-5: 5 = Absolutely; 4 = Very much; 3 = Moderately; 2 = A little bit; 1 = Not at all)
2) Do you feel you have a high command of spoken English? (Scale of 1-5: 5 = Absolutely; 4 = Very much; 3 = Moderately; 2 = A little bit; 1 = Not at all)
3) Do you think that learning about culture is also important while learning a foreign language? (Scale of 1-5: 5 = Absolutely; 4 = Very much; 3 = Moderately; 2 = A little bit; 1 = Not at all)
PART IV– Computing & ICT
1) I would be a better learner if I knew how to use technology properly (Scale of 1-5: 5 = Absolutely; 4 = Very much; 3 = Moderately; 2 = A little bit; 1 = Not at all)
2) I believe I can improve my language skills by harnessing the Internet as a tool (Scale of 1-5: 5 = Absolutely; 4 = Very much; 3 = Moderately; 2 = A little bit; 1 = Not at all)
3) I use the computer often (Scale of 1-5: 5 = Absolutely; 4 = Very much; 3 = Moderately; 2 = A little bit; 1 = Not at all)
PART V – European Projects
1) Do you welcome Lifelong Learning initiatives such as this one? (Scale of 1-5: 5 = Absolutely; 4 = Very much; 3 = Moderately; 2 = A little bit; 1 = Not at all)
2) Do you now feel more confident and empowered to participate more fully in the European community? (Scale of 1-5: 5 = Absolutely; 4 = Very much; 3 = Moderately; 2 = A little bit; 1 = Not at all)
3) Do you believe collaboration among European nations in the field of education is important? (Scale of 1-5: 5 = Absolutely; 4 = Very much; 3 = Moderately; 2 = A little bit; 1 = Not at all)
PART VI – Workshops & Self-Development
1) Do you think your creative skills have been improved? (Scale of 1-5: 5 = Absolutely; 4 = Very much; 3 = Moderately; 2 = A little bit; 1 = Not at all)
2) Has the workshop inspired you to achieve your goals? (Scale of 1-5: 5 = Absolutely; 4 = Very much; 3 = Moderately; 2 = A little bit; 1 = Not at all)
3) Do you feel the workshop has contributed to your overall personal development? (Scale of 1-5: 5 = Absolutely; 4 = Very much; 3 = Moderately; 2 = A little bit; 1 = Not at all)
PART VII – Results
1) Do you now feel more interested in learning a foreign language? (Scale of 1-5: 5 = Absolutely; 4 = Very much; 3 = Moderately; 2 = A little bit; 1 = Not at all)
2) Would you be interested in participating again in a similar initiative? (Scale of 1-5: 5 = Absolutely; 4 = Very much; 3 = Moderately; 2 = A little bit; 1 = Not at all)
3) Did the workshop help you to improve your English-conversation skills? (Scale of 1-5: 5 = Absolutely; 4 = Very much; 3 = Moderately; 2 = A little bit; 1 = Not at all)
DISCUSSION & CONCLUDING REMARKS
Part I – General Information:
79 questionnaires, a fairly significant number, were completed — about 20 questionnaires per country. This also shows there was a fairly equal distribution of number of respondents among partner countries. Overall, there were about 60% female vs. 40% male respondents (Spain was about 50-50 and Turkey had the opposite proportion, i.e. 60% male vs. 40% female). A significant number of respondents were under 35 years of age (ca. 70%); 25% were over 50 (most of these older persons were from the E-Seniors Association in France). Educational Level: About 40% of respondents did not have a higher-educational degree (at least a bachelor's degree). Most of these were younger people from Turkey, but each country had at least some respondents with only a high-school diploma.
The data culled from this part of the questionnaire show that we surveyed fairly equal numbers of male and female project participants (learners), a significant number of whom left school early or did not attain a college degree and/or were "seniors" or at least people over 50. At least half of all respondents left school before the age of 19 (this was especially true of learners from Greece and Turkey).
The data clearly show that we were successful in including a significant number of persons from the project's target group* in the survey and, of course, within the scope of the project, itself.
*Adults who left school early or never had the opportunity to receive a formal education (as in the case of many migrants, refugees and other transient and marginalized populations, including people with disabilities and seniors).
PART II – Learner Expectations: Responses in this part of the questionnaire show that learners are quite open to the idea of studying abroad (i.e. in another EU country) and that they prefer a pedagogical approach combining both modern and traditional techniques. Some countries, like Turkey, present a remarkable score in this respect. Interactive activities for improving English skills such as poetry, karaoke or word games also received a very positive, overall response from our learners.
PART III – English Language: In this section, we see that the need for communication skills is high. Although, in general, they feel their command of spoken English is fairly high, learners from all countries still place a lot of importance on the practice and development of their speaking skills in order to more effectively communicate with others throughout Europe. Integrating cultural learning within a curriculum of foreign-language study is important for all participants. However, results from Greece and Turkey on this issue seem to be slightly less positive than those from the other countries. This is perhaps a point for further analysis.
PART IV – Computing & ICT: This part of the questionnaire provides us with information about learners and their relationship with new technologies. In general, learners strongly believe that new technologies will help them to be better learners. This is especially true for our Turkish learners whose responses show absolute agreement with the underlying premises laid out in this section.
PART V – European Projects: This part, dedicated to European projects and Lifelong Learning initiatives, shows a high degree of acceptance from all participating countries. All believe that collaboration among European nations in the field of education is very important. However, 20–30% of French and Maltese learners are only in moderate agreement with the premise of the second question here involving confidence and empowerment to participate more fully in the European community.
PART VI – Workshops & Self-Development: This section addressed learner views on the effect of project workshops on their creative skills and selfdevelopment and on the inspiration provided to the achievement of their goals. The results show an overwhelmingly positive response to these questions, with the exception of about 30% of the combined French and Maltese learners whose responses reflect only moderate agreement with these issues.
PART VII – Results: In this final section, results show that an overwhelming majority of participants (with the exception of some Maltese learners) are very much interested in participating again in a similar initiative and are now more interested than before in learning a foreign language. Participants also strongly feel that their Englishconversation skills have improved. In conclusion, we can say that this two-year learning and inclusion initiative (with workshops incorporating the use of art, music and poetry) has been a success!